Progressive Era Documentary Film Project
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Progressive Era Documentary Film Project

Grade 10History3 days
In this 10th-grade history project, students create a documentary film about the Progressive Era, exploring the successes and limitations of its reforms in addressing the needs of a diverse American society. Students research primary and secondary sources, analyze social problems of the time, and develop a coherent argument about the era's legacy. The project culminates in a documentary film that synthesizes their research and presents their analysis of the Progressive Era's impact on contemporary debates about government and social justice.
Progressive EraDocumentary FilmSocial ReformMuckrakersPrimary SourcesHistorical Analysis
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.To what extent did Progressive Era reformers succeed in addressing the needs of a diverse American society, and how does their legacy continue to shape contemporary debates about the role of government and social justice?

Essential Questions

Supporting questions that break down major concepts.
  • How did industrialization and urbanization lead to social problems during the Progressive Era?
  • What were the major goals of the Progressive Movement?
  • In what ways did Progressive reformers attempt to address social and political problems?
  • What role did muckrakers and journalists play in exposing corruption and social injustice?
  • How did the Progressive Era impact the role of government in American society?
  • What were the successes and limitations of the Progressive Era?
  • How did different groups (e.g., women, African Americans, immigrants) experience the Progressive Era?
  • To what extent did Progressive reforms address the needs of all Americans?
  • How did Theodore Roosevelt, Woodrow Wilson, and other Progressive leaders shape the era?
  • What is the legacy of the Progressive Era on contemporary American society?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will be able to research and analyze primary and secondary sources related to the Progressive Era.
  • Students will be able to evaluate the successes and limitations of Progressive Era reforms in addressing social and political problems.
  • Students will be able to create a documentary film that synthesizes their research and presents a coherent argument about the legacy of the Progressive Era.

Entry Events

Events that will be used to introduce the project to students

"Progressive Era Time Capsule"

Students examine a "time capsule" filled with artifacts (photos, letters, objects) from the Progressive Era, sparking curiosity about the people, events, and issues of the time. Students develop initial questions based on their observations and begin to formulate research plans.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Era Explorers: Primary Source Analysis

Students will begin by diving into the era through primary sources, developing skills in observation, interpretation, and contextualization. This will lay the groundwork for understanding the complexities of the Progressive Era and its key figures.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Students are divided into small groups, each focusing on a specific theme from the Progressive Era (e.g., labor reform, women's suffrage, environmental conservation).
2. Each group examines a collection of primary source documents related to their theme (photographs, letters, political cartoons, excerpts from speeches).
3. Groups analyze their documents, noting key details, identifying perspectives, and considering the historical context.
4. Each group prepares a brief presentation summarizing their findings and sharing initial interpretations with the class.

Final Product

What students will submit as the final product of the activityA presentation summarizing the primary source analysis, including key details, identified perspectives, and historical context.

Alignment

How this activity aligns with the learning objectives & standardsAddresses the learning goal of researching and analyzing primary and secondary sources related to the Progressive Era.
Activity 2

Muckraker's Lens: Unveiling Social Problems

Students will emulate the muckrakers of the Progressive Era by investigating and reporting on a specific social problem of the time. This activity encourages critical thinking, research, and persuasive communication skills.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Students select a specific social problem prevalent during the Progressive Era (e.g., child labor, unsafe working conditions, political corruption).
2. Students conduct in-depth research on their chosen problem, gathering information from various sources (primary documents, historical accounts, news articles).
3. Students write a short expository report detailing the nature, causes, and consequences of the social problem.
4. Students create a visual representation (e.g., poster, infographic) to accompany their report, highlighting key statistics and compelling narratives.

Final Product

What students will submit as the final product of the activityA short expository report and visual representation detailing a specific social problem of the Progressive Era.

Alignment

How this activity aligns with the learning objectives & standardsAddresses the learning goal of researching and analyzing primary and secondary sources related to the Progressive Era and evaluating the successes and limitations of Progressive Era reforms in addressing social and political problems.
Activity 3

Progressive Visions: The Documentary Film

Students will compile all of their research and skills into a documentary, that synthesizes their research and presents a coherent argument about the legacy of the Progressive Era.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Students gather all research.
2. Students record footage.
3. Students edit the footage.
4. Students present the documentary.

Final Product

What students will submit as the final product of the activityA documentary film.

Alignment

How this activity aligns with the learning objectives & standardsAddresses the learning goal of creating a documentary film that synthesizes their research and presents a coherent argument about the legacy of the Progressive Era.
Activity 4

Documentary Draft: Script and Storyboard

Students transition from research to production by crafting a script and storyboard for their documentary film. This activity requires them to synthesize their research, develop a coherent argument, and plan the visual and narrative elements of their film.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Students work in groups to develop a central argument or thesis statement for their documentary, focusing on the legacy of the Progressive Era.
2. Students create a detailed script outlining the narrative structure of their documentary, including key scenes, interviews, and voiceover narration.
3. Students develop a storyboard, sketching out the visual elements of each scene and planning for the use of primary source footage, images, and graphics.
4. Groups present their script and storyboard to the class for feedback and refinement.

Final Product

What students will submit as the final product of the activityA detailed script and storyboard for the documentary film, including a central argument, narrative structure, and visual plan.

Alignment

How this activity aligns with the learning objectives & standardsAddresses the learning goal of creating a documentary film that synthesizes their research and presents a coherent argument about the legacy of the Progressive Era.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Progressive Era Documentary Rubric

Category 1

Research and Analysis

Demonstrates the depth and accuracy of research into the Progressive Era, including the use of primary and secondary sources.
Criterion 1

Source Quality and Depth

Evaluates the quality, relevance, and variety of sources used in the documentary.

Exemplary
4 Points

Uses a wide range of credible primary and secondary sources, demonstrating in-depth research and comprehensive understanding of the topic.

Proficient
3 Points

Uses a sufficient number of relevant primary and secondary sources, demonstrating a solid understanding of the topic.

Developing
2 Points

Uses a limited number of sources, with some gaps in research or reliance on less credible sources. Demonstrates basic understanding of the topic.

Beginning
1 Points

Uses very few sources or relies heavily on unreliable sources. Demonstrates minimal understanding of the topic.

Criterion 2

Historical Accuracy

Assesses the accuracy and appropriate contextualization of historical information presented in the documentary.

Exemplary
4 Points

Presents historically accurate information with nuanced understanding and appropriate contextualization. Demonstrates a sophisticated grasp of the complexities of the Progressive Era.

Proficient
3 Points

Presents accurate historical information with appropriate contextualization. Demonstrates a solid understanding of the Progressive Era.

Developing
2 Points

Presents some historical inaccuracies or lacks sufficient contextualization. Demonstrates a basic understanding of the Progressive Era.

Beginning
1 Points

Presents significant historical inaccuracies and lacks contextualization. Demonstrates minimal understanding of the Progressive Era.

Category 2

Argumentation and Analysis

Evaluates the clarity, coherence, and persuasiveness of the argument presented in the documentary, as well as the depth of analysis.
Criterion 1

Clarity of Argument

Assesses the clarity and focus of the central argument or thesis statement presented in the documentary.

Exemplary
4 Points

Presents a clear, concise, and compelling central argument that is consistently maintained throughout the documentary.

Proficient
3 Points

Presents a clear and focused central argument that is generally maintained throughout the documentary.

Developing
2 Points

Presents a somewhat unclear or unfocused central argument that may be inconsistently maintained.

Beginning
1 Points

Lacks a clear central argument or presents a confusing and contradictory argument.

Criterion 2

Depth of Analysis

Evaluates the depth and complexity of the analysis presented, including the exploration of multiple perspectives and consideration of counterarguments.

Exemplary
4 Points

Provides a sophisticated and nuanced analysis of the topic, exploring multiple perspectives and effectively addressing counterarguments.

Proficient
3 Points

Provides a thorough analysis of the topic, considering different perspectives and acknowledging potential counterarguments.

Developing
2 Points

Provides a basic analysis of the topic, with limited consideration of different perspectives or counterarguments.

Beginning
1 Points

Lacks analysis or presents a superficial and one-sided view of the topic.

Category 3

Documentary Production

Assesses the technical quality and effectiveness of the documentary film, including visuals, audio, and editing.
Criterion 1

Visual Quality

Evaluates the quality and appropriateness of the visuals used in the documentary, including images, footage, and graphics.

Exemplary
4 Points

Uses high-quality visuals that are engaging, informative, and effectively support the narrative. Demonstrates a strong understanding of visual communication techniques.

Proficient
3 Points

Uses appropriate visuals that generally support the narrative. Visual quality is adequate and does not distract from the content.

Developing
2 Points

Uses visuals of varying quality or relevance. Some visuals may be distracting or detract from the content.

Beginning
1 Points

Uses poor quality or inappropriate visuals that significantly detract from the content.

Criterion 2

Audio Quality and Editing

Evaluates the quality of the audio and the effectiveness of the editing techniques used in the documentary.

Exemplary
4 Points

Features clear and engaging audio with seamless editing that enhances the narrative and maintains audience interest. Demonstrates a strong understanding of audio and video editing principles.

Proficient
3 Points

Features clear audio and effective editing that supports the narrative. Minor editing flaws may be present but do not significantly detract from the content.

Developing
2 Points

Features audio with some clarity issues or noticeable editing flaws that may distract from the content.

Beginning
1 Points

Features poor audio quality or significant editing flaws that severely detract from the content.

Criterion 3

Script and Storyboard

Evaluates the quality and completeness of the script and storyboard, demonstrating effective planning and organization.

Exemplary
4 Points

The script is well-written, detailed, and engaging, with a clear narrative structure and compelling dialogue/narration. The storyboard is comprehensive and visually represents each scene effectively.

Proficient
3 Points

The script is organized and includes all essential elements, with a generally clear narrative structure. The storyboard provides a good visual representation of most scenes.

Developing
2 Points

The script is somewhat incomplete or disorganized, with some gaps in the narrative structure. The storyboard is rudimentary and lacks detail.

Beginning
1 Points

The script is poorly written and lacks a clear narrative structure. The storyboard is minimal or missing.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

What was the most surprising or unexpected thing you learned about the Progressive Era while working on this documentary?

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Question 2

How did creating this documentary change your understanding of the challenges and opportunities faced by reformers during the Progressive Era?

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Question 3

To what extent do you think the Progressive Era successfully addressed the needs of a diverse American society? Use evidence from your research to support your answer.

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Question 4

What was the most challenging aspect of creating the documentary, and how did you overcome it?

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Question 5

If you could travel back in time and interview one person from the Progressive Era, who would it be and what would you ask them?

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Question 6

How effective do you think documentary films are as a way to learn about and understand historical events?

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Question 7

To what extent do you see the legacy of the Progressive Era shaping contemporary debates about the role of government and social justice?

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